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硕博连读研究生培养方式是贯通式博士生培养模式的重要类型,是目前国际上博士研究生教育的通用模式。文章首先对我国硕博连读研究生培养模式的产生进行分析,总结了既有关于硕博连读培养模式的国内研究。在此基础上,文章分析了目前硕博连读研究生培养实践过程中遇到的一些困难和挑战,并根据这些问题,以经济学科为例,提出了完善我国硕博连读培养模式的一些参考建议,即构建硕博连读研究生“五位一体”培养体系。 相似文献
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刘宁宁 《学位与研究生教育》2018,(4):60-66
利用《中国研究生教育年度报告（2016）》子报告数据库中的相关数据,对不同招考方式博士生的科研创新能力的差异进行分析。结果表明,读博期间硕–博连读生的科研创新能力显著高于本科直博生和公开招考生,这种差异主要表现在博士生一、二年级,到博士生三、四年级这种差异逐渐消失。具体到各个学科,人文社科的本科直博生的科研创新能力优于硕–博连读生和公开招考生,工学类的硕–博连读生的科研创新能力强于本科直博生和公开招考生,但这种优势随着年级的升高而逐渐减弱至消失;理学类三种招考方式博士生的科研创新能力无显著差异。 相似文献
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加强过程管理提高硕博连读研究生创新能力的培养 总被引：3，自引：0，他引：3
硕博连读培养方式是研究生教育中一种较新的博士生培养方式,其培养过程和其他博士生培养方式有共同之处,但也有独特的特点。笔者通过分析硕博连读培养方式的特殊意义,探究目前我国硕博连读研究生培养管理过程中存在的问题,提出加强过程管理、提高硕博连读研究生创新能力培养的若干对策。 相似文献
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刘新文 《学位与研究生教育》2015,(3):23-26
统计分析了北京大学基础医学院学术型博士生的毕业、学位授予及论著发表数据,从知识产出的结果评价基础医学博士生培养模式。结果显示五年制和八年制直博生发表的论著水平更高、博士生质量更好。认为基础医学创新人才培养应以直博生培养模式为主,放宽转硕时限,允许八年制直博生转硕。 相似文献
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优化硕博连读培养过程 提高博士生培养质量——“1+4硕博连读”培养模式的实践 总被引：1，自引：0，他引：1
武汉大学在探索硕博连读培养模式的过程中提出了1+4硕博连读的培养模式。本文就武汉大学推行1+4硕博连读的动因、具体措施和创新意义进行概述。 相似文献
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博士学位论文应具有创造性、先进性,应对国民经济具有重要的实用价值或理论意义,并表明作者具有独立从事科学研究工作的能力及在科学或专门技术上做出创造性的成果;反映作者在本学科范围内已掌握了坚实宽广的基础理论和系统深入的专门知识.那么,加强对硕博连读生的管理,将是提高博士生的培养质量和学位论文水平的最佳方法. 相似文献
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顾天军 《山西教育(综合版)》2005,(6):45-45
今年,北京航空航天大学开设本科———硕士———博士连读班,首次让考生在志愿中填报。进入该班的学生在大一就实行一对一的导师制,两院院士、长江学者和资深博士生导师为新生担任导师。现在,高校招生越来越多地采取本硕连读、本硕博连读的模式,笔者认为该模式及一系列相关措施并不符合教育规律,值得高校及教育主管部门关注。首先,该模式破坏了高校正常的教学秩序。本科生、硕士生和博士生的培养分属不同的教学系列,不论从培养目的,还是从培养方式等方面都大不相同,所以必须经过分类选拔,将适合培养目的的学生选入其中。我不能说所有本硕博… 相似文献
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Gerard Dericks Edmund Thompson Margaret Roberts Florence Phua 《Assessment & Evaluation in Higher Education》2019,44(7):1053-1068
Understanding the determinants of PhD student satisfaction is likely to become increasingly vital for universities as student satisfaction rankings already ubiquitous at undergraduate and master degree levels extend more broadly to the PhD level. Moreover, as PhD student populations and university competition become increasingly transnational, there is a growing need to understand cross-nationally common determinants of satisfaction. Building on prior research into PhD student satisfaction, and drawing upon relevant conceptual and metrical refinements in the measurement of satisfaction from cognate domains of psychology, we use cross-sectional data (N?=?409) from PhD candidates across the sciences, social sciences and humanities in 63 universities from 20 countries to examine how overall PhD student satisfaction is determined by, respectively and in combination, supervisor, department and peer-group, in terms of both their academic qualities and supportiveness. Taken together, we find that supervisor supportiveness is the greatest predictor of PhD student satisfaction, but that supervisor academic qualities have no significant effect. However, both the academic qualities and supportiveness of departments significantly predict PhD student satisfaction, suggesting university departments and PhD supervisors would ideally work jointly, and perhaps more closely than many currently do, to achieve competitive levels of PhD student satisfaction. 相似文献
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Jesper Sjöström 《Science & Education》2013,22(10):2427-2441
This paper examines and discusses the views on science and society held among PhD students working in two different industrially and environmentally driven research programmes in the broad area of green chemistry. It is based on thirteen in-depth interviews. The analysis shows three main ways of handling the situation as “post-academic” PhD student: (1) the student sees the PhD work mainly as a job and does not reflect about his/her research or the research funding, (2) the student is satisfied with the post-academic situation, accepts the established innovation policy discourse and is sceptical to traditional academic research, and (3) the student sees collaborative research programmes as a way to get funding, which can be used for secretly done basic research. Most PhD students either emphasise usefulness—in line with the dominating research policy discourse—or they adopt the positivistic view of science as objective and independent of the surrounding society. However, there are only a few signs of “double problematisation”, that is a critical view where both disciplinary-oriented and industry-dependent research are problematised. 相似文献
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I. Mewburn 《Studies in Continuing Education》2013,35(3):321-332
When PhD students complain it is assumed there are problems and that troubles talk is evidence of a ‘sick’ research candidature or culture. This paper argues that such a one-dimensional reading fails to attend closely to the academic identity work that is done when students talk together. Identity work has become a useful way of thinking about the nature of PhD study in the production of thesis texts, the development of PhD students as scholars and in the practices of everyday doctoral life. This paper extends this work by analysing various instances of PhD student ‘troubles talk’ in everyday interactions between peers and in online spaces where PhD students congregate. Attention to troubles talk allows us to explore how doctoral students might do academic identity work in the ‘hinterlands’ where academic subjectivity and other forms of subjectivity (wife, husband, parent, son, daughter etc.) start to blur into each other. 相似文献
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Bin Ai 《高等教育研究与发展》2017,36(6):1095-1107
This paper examines the process of academic identity construction experienced by a Chinese PhD student in an Australian university from 2010 to 2014. The researcher draws on his diaries written in Australia and uses some stories of the relationships with his supervisors and other scholars to unfold the process of his academic identity construction in a host academic community. Two years on, the researcher reflects on the challenges confronted during his candidature, exploring the Australian PhD education system from within. This study will help educators and supervisors to understand an international higher degree research student’s gradual academic identity construction as a cultural Other in the context of globalized higher education systems, and it will contribute to the mutual understanding between supervisors and international research students, as well as supervisors’ professional supervision in a globalized higher education context. 相似文献
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新制博士学位（New Route PhD）是英国一种新型博士学位,它的产生与发展是知识经济社会各类新需求共同作用的结果。新制博士强调“高深学问与专业技能结合”、“学术研究与课程教学交织”,融合了专业技能、高深学问、研究方法等核心要素。它以培养政府、企业等领域从事管理和应用研究的人才为主,在课程设置上增加研究方法论、通用性知识方面的课程,在培养方式上引入了教学模块,在质量监控上通过招生准入、过程监控、毕业考核三个阶段建立了严格的监控体系。 相似文献
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Grant Harman 《高等教育研究与发展》2002,21(2):179-190
Using survey and interview data on PhD student course experience, career plans and views on university-industry research links, this paper evaluates the success of Australian research-intensive universities in producing PhD graduates for the knowledge economy. Student satisfaction with their course experience is surprisingly low and this appears to be strongly linked with the quality and effectiveness of thesis supervision. Although the PhD degree is meant to provide high level research career training, only slightly more than half the respondents expect to follow research careers. Many PhD students have negative views about academic careers based particularly on their perceptions of the impact of reduced government funding levels on universities and the increased workload pressures on supervisors. On the other hand, a high proportion of students hold positive views about university-industry research links, with students with industry research funding showing higher levels of course satisfaction than other students. 相似文献
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Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their ‘cause and effect’ relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students’ expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience. 相似文献
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孙明波 《高等教育研究学报》2011,34(1):54-56
对瑞典博士生培养模式及特点进行分析,认为从入学、中期的学习和科研能力培养到博士论文撰写、评审阶段,导师介入的力度大,学生自由发挥的空间大。首先导师负责严格控制入学生源质量,中期对学生指导力度大,对博士论文质量严格把关,导师的直接指导在学生的科研成果中占重要比重;学生在学习和科研阶段的科研和创新能力培养拥有很好的学术氛围和条件保障,并具有较多合作和交流机会;博士论文的撰写形式灵活,但评审严格,对答辩组织高度重视。这些培养模式及特点对于培养创新能力强、综合素质高的科研人才有着很好的保证作用,值得借鉴。 相似文献
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This study describes research examining the expectations and experiences of PhD students undertaking a PhD in off-campus research institutes and hospitals that are affiliated with an Australian research-intensive university. Much of our knowledge of the expectations and experiences of PhD students in Australia stem from those that undertake research training in the classical university structure and that progress towards research training directly from their undergraduate studies. However, increasing numbers of research higher degree students are based in off-campus research institutions, which are becoming increasingly fertile training grounds for research higher degree students in the sector. While participants’ experiences and expectations were largely consistent with our current understanding of the Australian PhD experience, many reported a perceived lack of support programmes. Workload and time commitments, pressure to produce results and their off-campus location potentially conspire to reduce access to on-campus support services offered by the university. Opportunities therefore exist for student advisors, service providers and university leaders to increase accessibility to academic development programmes and pastoral care, including both online and off-campus provision as appropriate, to enhance the PhD experience for this growing cohort of students. 相似文献
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For over a decade, debate has raged about the nature and purpose of the PhD, including its role as preparation for working in academia. Academic work has changed a great deal in the last 60 years, yet our doctoral curriculum has remained relatively static. While there is increasing interest in matching PhD programmes to ‘real world’ needs, there is a surprising lack of research to inform research curriculum development at this level. If we take the position that the PhD is still the best way to prepare for academic work, what skills and attributes should we help graduates develop for this destination? This article analyses a set of academic job advertisements and asks: What do academic employers really want from the PhD now? 相似文献